TRAUMA-INFORMED PERSPECTIVES AND PRACTICES FOR TEACHING AND LEARNING IN GERONTOLOGY
2024
Trauma-Informed Teaching in Gerontology
publication
Author Information
Author(s): Jennifer Sasser
Primary Institution: Portland Community College
Hypothesis
How can trauma-informed perspectives enhance teaching and learning in gerontology?
Conclusion
The study emphasizes the importance of integrating trauma-informed practices into gerontology education to better prepare students for working with older adults.
Supporting Evidence
- Trauma-informed approaches can enhance the educational experience for students in gerontology.
- Educators need to be aware of trauma's impact on students and their learning.
Takeaway
This study shows that understanding trauma can help teachers better support students who will work with older people.
Methodology
The study involves sharing an initiative to infuse trauma-informed perspectives into the gerontology curriculum.
Participant Demographics
Educators and students in social gerontology programs.
Digital Object Identifier (DOI)
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